Children's library leaders of children's reading. Companions for parents, teachers, and librarians we recommend reading. Thank you for your attention
Serving children's reading leaders in conditions of interdepartmental centralization
Serving children's reading leaders is one of the functions of any children's library.
School libraries, as a rule, serve teachers of their school, and less often - parents. And in children's rooms, special departments for physical and mental health control are usually created.
Our library does not have such a department. Everyone in our system works with adults.
Teachers, parents and others
Elena Anatolyevna
deputy directors
TsSDSB on the main
activities
In our library, serving children's reading leaders (CHDs) as a separate group of readers coincided with the beginning of interdepartmental centralization of libraries serving the city's children's population. In 1975, it was conducted as a one-of-a-kind experiment by the library staff and the education department.
It was envisaged to unite the city children's library of the Ministry of Culture and school libraries of the Ministry of Education into one network - with a single library collection, staff, and a single reference and bibliographic apparatus. The experiment was given a positive assessment, and in 1980 we received the status of the Centralized System of Children's and School Libraries (CSDSLB). It included the central city children's library (CGDL) and school libraries. Later such branches as the library of the city department of education (1985), the library of the Palace of Children and Youth (1996) were added.
Naturally, due to the change in the organizational structure of the library, the number of readers has expanded significantly: along with children, adults have also become our readers - teachers of schools, preschool institutions, additional education institutions, as well as parents. Each department in our library is involved in their service to one degree or another - subscription for preschoolers and schoolchildren in grades 1–4, subscription for grades 5–9, reading room, media center, information and bibliographic department, organizational and methodological department, pedagogical department information, which we will talk about in more detail, and all branches of the TsSDSB.
We find collaboration with children's reading leaders very important. Over the years, a clear system of interaction has developed: based on joint planning, speeches are prepared at teacher councils, methodological associations, and parent meetings. Information and analytical meetings of TsSDSB employees and city school administrations are regularly organized (Director's Days, meetings of deputy school directors).
Such events involve all departments libraries. Their goal is to highlight issues of organizing library services for the city’s children and those who work with children, issues of developing the information culture of users, attracting children to reading, and information support for education.
For teachers information and bibliographic department organizes information pedagogical advice. This is a fairly new form of work. It started in 2002. Since then, every year representatives of schools contact the library with requests to conduct informational pedagogical councils. The purpose of these meetings can be defined as uniting the positions of teachers and librarians in solving the problems of creating a unified educational space. A children's library is a necessary point of intersection between the interests of adults and children. How to talk to modern children about books and reading? What and how do our children read or why don’t they read? What is the information culture of modern man? What information and cultural potential does a children's library have to meet the reading needs of schoolchildren, teachers and parents? These and other questions can be addressed during such pedagogical councils.
For parents held since 2003 parent meetings in the library. Librarians invite parents to think about reading issues. How to awaken and maintain a child's interest in reading? Reading aloud - parental responsibility, necessity or... What book do you dream of for your child? What do parents need to know about the children's library? During the meeting, excursions to each department of the library are organized for parents, and special book exhibitions are organized.
Subscription for preschoolers and schoolchildren in grades 1–4 pays great attention to working with parents, because the sooner a child gets acquainted with the library, the sooner he will become familiar with books and reading.
Therefore, junior members invite parents and grandparents to visit the library with their children. Here they can choose books both for shared reading and for children to read independently. In addition, reviving the traditions of family reading, the junior subscription, together with media center conducts Saturday classes with families. This is a creative literary workshop for the whole family called “Joyful Readings”, which is included in the series of library family reading programs.
These classes use forms of work such as loud readings with elements of discussion. After reading and discussing a work of art with children, children and their parents make crafts from various materials based on the topic of the lesson. Everyone enjoys attending these classes, because they are aimed at communication between the child and their parents and at joint creativity. In addition, any children's book is written for education. By reading books with their child and attending classes, parents become acquainted with children's literature and methods of working with books.
Bookmarks for parents
Media center also serves not only children, but also their parents and teachers. The fund of this department contains non-book materials: audio cassettes, music CDs, gramophone records, video cassettes, filmstrips, slides, electronic programs (CD-ROM), sets of postcards and reproductions.
It should be noted that the media center works with the RDF on a subscription basis, that is, readers have the opportunity to take non-book materials home for a while. In order to orient readers in all the variety of documents, the department maintains a reference and bibliographic apparatus, which includes:
- alphabetical catalog of audio recordings,
- systematic catalog of audio recordings,
- file of titles of audio recordings,
- alphabetical catalog of video materials,
- systematic catalog of video materials,
- alphabetical catalog of electronic media,
- thematic card index of electronic media,
- electronic database of non-book materials in the Irbis system.
In addition, the department actively uses a variety of exhibitions that help adult readers - teachers and parents - choose educational or educational computer programs and games for children.
Special attention is paid to the development of training and development programs in the media center. Taking into account the child’s age, individual reading plans are drawn up with the selection of a number of accompanying materials on electronic media. And in this direction, individual work is being carried out in depth with those families who are preparing the child for school, and with those where the parents are actively helping him in his studies. The “Reading Families” form is maintained annually. These are families who regularly visit the department and collaborate with the librarian to develop their children.
An interesting new form of working with digital library books outside the library in the form of a collective subscription: complete lending. Readers are provided with temporary use themed kits, which include books, audio, video materials, illustrative materials on certain topics. I would like to note that this form of work is very effective and convenient for both readers and department employees.
On subscription for students in grades 5–9 and in reading room Serving children's reading leaders is also given due attention. In addition to participating in events for children's children's education conducted by the entire library, these departments are also involved in individually informing teachers about literature in school subjects and fulfilling thematic requests of adult readers.
Special department
In 1993, the library collection of the city education department “moved” to the Central Children's Library. By that time, this fund required an assessment of its composition, editing and rational organization. A section was created in the library, and then pedagogical information department , which began to provide information support to children's reading leaders on special issues. The main form of service in the department is the reading room.
The Educational Information Department serves adult readers only.
The main task of the department is to form systems information services for children's reading leaders, that is:
- Creating conditions for qualified and prompt service to children's reading leaders.
- Maximum complete provision of information about educational and scientific-methodological materials on all types of media.
- Information and documentary support curricula of basic and additional education implemented by various educational institutions.
The Department of Pedagogical Information provides its readers with:
- fund of scientific and methodological materials,
- collection of periodicals on pedagogy and child psychology (about 140 titles),
- books on the theory and practice of education, training, upbringing, child psychology,
- fund of industrial literature to help teach academic disciplines,
- non-book storage media (audio materials, electronic documents),
- access to the Internet.
The department, in accordance with the tasks assigned to it, performs the following functions:
Organizes library, information, bibliographic and reference services for the following groups of readers:
– school administration, education department employees;
– subject teachers;
– school teachers, social educators, psychologists, class teachers;
– employees of preschool institutions;
– employees of institutions of additional education for children (station for young technicians, educational and environmental center, children's music school, children's art school, palace of children and youth, employees of children's clubs and associations);
– teachers of other educational institutions (lyceums, colleges, technical schools, etc.),
– other specialists related to the training, education, and organization of children’s leisure;
– students;
– parents;
- librarians.
Carries out the selection, accumulation and dissemination of information on pedagogy and psychology.
Organizes and promotes the department’s reference and bibliographic apparatus for active use:
– maintains a systematic card index of articles on pedagogy and psychology in card and electronic versions,
– maintains a catalog of books on pedagogy,
– creates a fund of completed certificates.
Organizes reference and bibliographic services for readers:
– provides group and individual information to subscribers about new literature,
– compiles and promotes information and bibliographic lists of literature on pedagogy and psychology,
– provide oral and written information at the request of readers,
– prepares and conducts oral literature reviews,
– takes part in the August and January meetings of teachers, in pedagogical councils.
Provides advisory assistance to system librarians on information and bibliographic services for children's reading leaders.
To provide high-quality information and bibliographic services to users, the department constantly conducts analytical work.
Service for specialist teachers
Service to teachers in the department is carried out at various stages of their professional activity: educational (upon obtaining a specialty), practical, advanced training, scientific and self-educational. Specialists can be roughly divided into the following groups.
1. Employees of the administrative and managerial apparatus: directors, head teachers of schools, employees of the education department. Their requests in most cases are related to the management system of educational institutions, with documentary support of the educational process.
2. Practical teachers. The information needs of users of this group are related to professional activities and boil down to the following:
firstly, this is information and bibliographic support for curricula, courses, subjects, new directions in pedagogy and psychology;
secondly, obtaining complete and timely information:
– about new educational and methodological aids, literature on the subject, video courses, computer educational programs, as well as sources for obtaining them,
– about new periodicals and materials published in them.
3. Students of pedagogical universities. Their information needs are related to educational activities.
Serving readers who are not professionally involved in pedagogy
Read to children from a very early age...
Parents also belong to the category of children's reading leaders. The importance of their pedagogical literacy cannot be overestimated. The department has all the necessary conditions to provide assistance to parents who are interested in improving their pedagogical culture. The department's collection contains publications on family pedagogy and child and family psychology. The department subscribes to a number of periodicals that publish materials for parents. These are the newspapers “First of September”, “Kindergarten from All Sides”, “Children’s Health”, magazines “Preschool Education”, “Hoop”, “Education of Schoolchildren”, “School of Health”, “Education and Education of Children with Developmental Disabilities” and etc. All received information is carefully reviewed by the department’s bibliographer, annotated and entered into an electronic catalog and systematic card index of articles on pedagogy and psychology in section “74.9 – Family upbringing and education.” This section of the card index is especially carefully accompanied by the department's bibliographer and contains many thematic subsections, which makes it easier for parents to find information.
Additional free services for all categories of adult readers are: accepting applications by phone, creating thematic collections, saving them throughout the entire period of the user’s work on the topic. Thus, the principle of comfort in working with information is implemented. Its implementation, unfortunately, is limited by the capabilities of the premises. Despite this, the desire to create a comfortable information environment is embodied in the organization of current information about new arrivals through permanent book exhibitions, through access to the Internet, where the library’s website regularly presents:
- information about new products,
- a list of periodicals that the library subscribes to.
What are adults looking for?
Introducing parents to the library
I would like to note that recently, teachers They very actively use the services of the pedagogical information department; their requests have become more complex and varied.
In general, the requests of teachers reflect innovative searches in the field of education and upbringing of children, the dynamics of teachers’ professional values, and the processes occurring in the children’s and youth environment. Most queries arise at the intersection of different disciplines, which complicates the process of searching for information. In this situation, requests related to school disciplines, such as thematic planning for a subject, a lesson script on a specific topic, etc., turn out to be the simplest. A significant set of requests reflects the search for student-centered pedagogy. For example, “Emotional and personal significance of learning”, “Testing children on personal qualities”, “Personally-oriented didactics”, “Formation of self-knowledge and self-realization as a necessary condition for personal development”, “Personal readiness of a child for school”.
Today, the priority direction of information and educational activities is the preservation of the history of the native land, national history in general, and the cultivation of a sense of patriotism. This created the prerequisites for the introduction of courses such as regional studies and local history in general education institutions. There are a lot of queries on these topics: “Regional component in teaching subjects”, “National-regional component in preschool education”, “Patriotic education of junior schoolchildren”, “Cultivating love for the small homeland”, “State symbols of Russia”... Still not transfer. Literature on these topics began to appear, especially that concerning the theory of the issue. But there is a lack of materials specifically about our region. Therefore, one of the most important directions in the work of the library is increased attention to completing the collection of the department’s collection with literature on local history.
Analyzing the requests of teachers, one can note the enormous interest in the problem of children's health: “Health-saving technologies in the educational process”, “Culture of health among schoolchildren”, “Individual approach to students in physical education lessons”, “How to avoid overload when doing homework?”
The problem of the health of teachers themselves is also of great interest, which is why queries such as “Teacher Burnout Syndrome”, “Teacher Psychological Health”, etc. are frequent.
In connection with the introduction of specialized courses into school curricula, teachers often turn to the topic of career guidance in general and specialized training in particular. It must be said that there is a lot of literature on this issue, it is covered in great detail in professional periodicals. But there is a great need for general publications containing the theoretical and methodological foundations of professional and personal self-determination of high school students. These are books by such authors as N.S. Pryazhnikov, E.A. Klimov, E.F. Zeer and others.
Based on the requests of teachers, one can get an idea about the psychological preparation of the teacher. Today, typical queries are such as “Imagination as a factor in the behavior of schoolchildren”, “Children with a weakened nervous system”, “Reflection of schoolchildren”, “Hyperactive children”, “Psychology of conflicts”.
The issues of innovative methods of teaching and upbringing, the history of education in Russia, and pedagogical movements abroad are still relevant.
Such a wide range of requests places high demands on the qualifications of a librarian-bibliographer. In this regard, department employees master the conceptual apparatus of pedagogy and psychology and related sciences, interdisciplinary connections, and issues of legal support for educational activities.
The experience of our work has shown that the most effective forms of work with teachers have been the periodic distribution of information bibliography(on leading topics of schools, to pedagogical councils and meetings of methodological associations of subject teachers), conducting information reviews, individual information.
If necessary, department employees provide advisory assistance to readers. Of course, we provide this kind of assistance on an individual basis, which requires a lot of time: serving each individual user is a very labor-intensive process, despite all the convenience of searching for information provided in our library. One of the main principles of service is the priority of the interests of readers and the completeness of the provision of information, which sometimes requires not only selection, but also a preliminary assessment of sources. Librarians strive to provide primarily basic documents on a topic, supplementing them with sources of a more specific nature.
Experience of department employees with parents showed that they mainly turn to the library for pedagogical information when specific questions arise. This is usually associated with raising children, helping them study, resolving psychological problems and conflicts.
The most popular topics among parents are:
- Raising children: “Twins: how to raise them?”, “Raising a teenager,” “Child and money,” “The authority of an adult in the family,” “Raising in a single-parent family,” “How to properly organize a children’s party?” and so on..
- Help in teaching children: “How to prepare a child for school?”, “How to help a child prepare homework?”, “What to do if a child does not want to study?”, “How to help a low-performing student,” etc.
- The emergence of conflict situations in the family and school: “Conflicts between children”, “Should children be punished?”, “There is a stepfather in the family”, “Conflicts with the teacher”, “Conflicts with peers”.
- Child psychology: “Gifted child”, “Hyperactive child”, “How to cope with childhood fears”, “The child is stressed” and others.
Work to attract parents to the children's library has recently become more intense, because no matter how undeniable the role of children's libraries, teachers, and kindergarten teachers in the initial introduction of children to reading is, the first and main leader of children's reading is the family. It is the parents who read the child’s first books, look at the pictures with him, and experience with the child the joy of recognition and surprise, his happiness and grief associated with the adventures and destinies of his first favorite literary characters. It is the parents who choose and buy children's books, forming a home library, and later advise the child which book to read and take from the children's library. Thus, it is parents who have the greatest influence on the formation of the reading range, reading tastes and preferences of children in the early stages of reading development.
If a mother gets acquainted with a children's library before the baby is born, then you can be sure that her son or daughter will definitely become our readers. In order to attract this category of our readers to the children's library, the library, along with stocking the collection with books on early childhood development, plans to purchase books for expectant mothers.
We also conduct excursions for parents so that they can become better acquainted with the department and its services, fund, reference desk and thematic book exhibitions. For example, such as “Parenting without grief”, “There is a junior in the family”, “Your restless teenager”, “This serious preschooler”. We also create recommended reading lists for parents on approximately the same topics, which we distribute during excursions. In addition, the department’s bibliographers have prepared a reference index of literature for parents, “Parenting Without Sorrows.” It should be noted that such forms of work turned out to be quite effective and convenient when communicating with parents. In these bibliographic publications they find literature on the pages of which they would find answers to their questions, and they turn to us to familiarize themselves with this literature.
For the further development of the pedagogical information department and for information support of all categories of readers, we propose to do the following:
- provide more opportunities for the user to work independently with various sources of information, with card and electronic catalogs and file cabinets, and the Internet;
- monitor and apply in your work new services and opportunities in the field of library, bibliographic and information services,
- continue creating full-text databases on the most relevant topics.
Due to the fact that school libraries are closest to teaching staff and librarians take an active part in organizing connections between school teachers and the Central Children's Library, we have almost one hundred percent involvement of teachers in the Central Children's Library. Teachers of preschool institutions and institutions of additional education for children are also active readers of the library. In total, 1,682 children's reading leaders use the services of the Center for Children's Reading (last year - 1,396 people), which is 13.6% of the total number of readers.
The reference and bibliographic apparatus of the libraries of the Ust-Abakan Central Library is represented by the following catalogs and card indexes: a systematic catalog for primary, middle and senior school ages, an alphabetical catalogue, an alphabetical index of titles of works of fiction, a systematic card index of articles, a card index of personalities. Local history and environmental files (catalogs) are traditionally maintained. In order to provide the most complete disclosure of the collection, in addition to traditional card indexes, a variety of thematic card indexes are created in libraries.
The Ust-Abakan City Library has allocated and maintains the following thematic files:
- “Ecology” - for all groups of readers;
- “Drug addiction is a sign of trouble” - for youth;
- “Obvious - incredible” - for middle and high school students; ;
- “Card index of riddles” - for all groups of readers, etc.
Librarians try to make catalogs visible. The posters “How to use an alphabetical catalogue”, “How to use a systematic catalogue” help us with this. A library poster is also an integral part of the library's information environment. “The earnest request of the book”, “The reader’s commandments”, “I am the book, I am your companion...”, “The silence in the library is completely different than everywhere else”, “Rules for handling library books”, “There are so many different books in the world” and etc. Conversations and individual consultations are held at the help desk. Library lessons contribute to the formation of information culture:
1. Introduction to the library
2. Care for the book
3. Selection of books in the library
4. How the first books appeared
5. Key to the library treasures
6. Where did the alphabet come from?
7. Encyclopedias are your friends and helpers
Classes are held on the basics of information culture: “Why Chick’s Books”, “The Miracle Whose Name is the Book”, “Your Home Library”, “How to Write a Note”, “Your Reading Diary”.
The Central Children's Library prepares thematic folders, booklets - reminders “How to find the right literature”, which help the reader navigate the library’s collections.
In the Moscow Rural Library F. No. 5, in addition to the main SBA for children, thematic card indexes for certain groups of users have been created and replenished. For example:
Card file of titles of works of fiction;
- “Library at school” - for children’s reading leaders;
- “The Magpie’s Tail” - for students in grades 5 - 9;
- “Little Big Soldier” - for grades 3 - 7;
- “Everything about everything” - for grades 3 - 5;
- “Adventures and Fantasy” - for grades 5 - 9;
- “And in our yard there are 5-9 classes.
The catalog system of each of the branch libraries is represented by alphabetical and systematic catalogs. There are no separate catalogs for children's literature collections in branch libraries. In the library st. Tasheba prepared card indexes:
“What is destroying us” for grades 7 - 11,
“We are pedestrians, we are passengers” - for grades 2 - 6.
In the Vershino-Bidzhinsky library f. No. 6 a card file “Children's Writers” was created, in the Raikovsky rural library f. No. 12 thematic card indexes were created: “The World of Fairy Tales”, “The ABC of Wildlife”, “The World of Children and Teenagers”. In the Ust-Byurskaya2 library, f. No. 25, card indexes have been created and are in demand: “Anthill”, “Pipe”, “In the Animal World” - they are replenished as material becomes available.
The Central Library creates an electronic catalog “Books”, an electronic catalog of full-text articles “Local History”, which all libraries in the region can use. The Children's Library continues to work on updating existing printed card files, which are in demand by readers. Today the following card indexes are popular:
- “They asked us this” - for children in grades 1-4;
Card file of poems “The poems are so different, but together they are all beautiful” - for students in grades 1-5;
- “Here is the beginning of my Motherland” - local history for grades 4-8;
- “My country Siberia” - local history for grades 5-9;
- "Teenager. Lifestyle - health" - for children in grades 5-8;
In the Sapogovskaya rural library, f. No. 13, card indexes for children and parents have been created and are constantly being updated:
- “Home parties” - for students of grades 1 - 9;
- “My child” - to parents;
- “Customs and traditions of the peoples of the world” - for students of grades 1 - 11;
- “Anniversary suffering”: card index of holidays - for students of grades 1-9;
- “All about space” - for students of grades 1 - 9;
The libraries of the Ust-Abakan Central Library are universal libraries serving all categories of users, therefore, having a reference and bibliographic apparatus intended only for children, as librarians note, is impractical. In all libraries, readers can use card alphabetical and systematic catalogs.
Bibliographic information in the libraries of the Ust-Abakan Central Library
From year to year, the flow of information is growing, and the information role of libraries is strengthening. One of the most relevant components of the work of libraries is bibliographic information - bringing information to consumers (in accordance with their requests or needs).
The modern stage of bibliography is informational. The search, development and systematization of new resources are carried out by a bibliographer on the basis of new technologies. Thanks to the creative potential of the bibliographer and the skill of bibliographic interpretation of innovations from various fields of activity, the mass work of libraries is receiving new development. Focusing on the needs of society, modern bibliographers study and implement new forms of work and services, improve areas of activity, and put creative ideas into practice.
The libraries of the Ust-Abakan Central Library use a variety of forms of bibliographic information, one of them is Information Days. The program of Information Days may include: exhibitions and viewings of various materials from the library’s collections, reviews, conversations at the exhibition, consultations with invited specialists, viewings of video materials, bibliographic lists of literature. Information about publications can be supplemented with elements of teaching library and bibliographic knowledge and a tour of the library.
In the library of the village of Teplichny f. No. 24, the Days of Information “Interesting about the Known” were dedicated to the receipt of new books for the subscription fund and the reading room. The subscription included a book exhibition - viewing “New Books Are Waiting for You”, and recommendation conversations and literature reviews were held.
In the Vesennaya Rural Library f. No. 21, as new literature became available, Information Days were held: “Attention! New items!”, “A new book has arrived”, “New book holiday”, “New books for you kids”, “Secrets, riddles, sensations”, etc. In the Opytnensky rural library f. No. 20 Information Days are systematically held for readers of middle and high school age. Children - active library readers - took part in recommending this or that literature to their peers. They read 2-3 books, prepared brief information about the contents of each of them, their review and presented the books they read to the audience. The children told their peers about who these books are addressed to, why they are interesting and why they recommend reading them. This method of introducing books showed that children are more willing to take books that were recommended to them by their peers.
Bibliographic information is carried out through individual and group information files; Specialist Days and Bibliography Days are held.
The Central Children's Library held Information Days “New! New items! New items!”, “Horizons of knowledge”.
The Central Library hosted an Information Day for youth “Meet modern literature.” At the Information Day, readers were offered new books, talked about modern authors and books, shared impressions about
During training, library lessons are actively used, which are accompanied by practical tasks and game moments.
A library and bibliographic lesson “The Tale of How Tsar Pea Became the Smartest” was held at the Central Children’s Library.
In the Kalinin rural library f. No. 7 took a library lesson “History of the Origin of Writing”
The children were presented with a slide presentation that clearly demonstrated different ways of writing. Children learned what knot writing, clay tablets, wax
letter, papyrus, parchment, birch bark letter, when and where paper appeared, what the first books looked like. A review of books about the history of writing was conducted, which the children gladly took home. At the end of the event, all of the above was summed up, and the children came to the conclusion that writing is a real treasure that man has managed to master.
Also, the library lesson “Me and the Book” was interesting at the Ust-Abakan Central Children’s Library. A preliminary survey was conducted, “The most memorable book from your childhood,” in which representatives of the village administration, postal and store specialists took part, and based on their responses, the book exhibition “Greetings to the computer generation from the reading generation!” was organized. Next, the guys were invited to have a heart-to-heart conversation, argue, and exchange opinions. And then the librarian drew their attention to the books presented at the exhibition. Then the guys independently designed a similar exhibition “I’ve read it and I advise you!”, with sections “I will take this book to a desert island”, “I will give this book to a friend”, “This book made me cry”, “I will take this book with me on a hike” ", "I read this book and I am happy", "I read this book when I am sad." It is noteworthy that some books named by children coincided with books of the “reading generation”. For example: “Robinson Crusoe” by D. Defoe, stories by A. Aleksin, “Children of the Underground” by V. G. Korolenko. The event participants concluded that the book remains indispensable today.
The Khakass Republican Children's Library now has its own website - “Country of Chitalia”. First of all, the site is intended for young readers, which is why it has a lot of bright and colorful pictures, by clicking on which, for example, you can watch the video “Library News” or get acquainted with the “ABC of the Library”.
“Country of Chitalia” includes new book releases, anniversaries, a calendar of significant dates, anniversaries of favorite writers and much more.
For the most active readers who love creativity, the “Reading + Creativity” section has been created, where you can send your drawings to the works you read, photos of homemade products, or post poems, fairy tales or stories of your own composition.
In addition, in the “Game Library” section you can solve crosswords or answer quiz questions created by readers from all over the Republic of Khakassia.
Fans of their native land will be interested in the “Local History” section, where you can meet the writers and poets of the republic and learn interesting facts about Khakassia.
You can get acquainted with the new site at the following link http://strana-chitalia.rf.
Drawing the image of a modern children's library, it is no longer possible to imagine it disconnected from the global information space, divorced from the progressive technologies of the present. Agreeing with the enormous role of books and the need for a variety of book collections in a library for children, one should be very careful about the formation of electronic information resources in a children's library.
The development of the Internet and the introduction of electronic documents into library activities have had a significant impact on bibliographic work. Therefore, today it is especially important to use new information technologies to develop a reading culture and attract young users to reading.
To satisfy the most diverse information needs of readers, we create and use bibliographic, factual, and full-text databases. When creating this or that resource, we try to clearly imagine for whom and why we are creating it. We try to convince children to become our users and interest them.
Among the library's electronic resources, not least important are its own electronic products created by employees of the Central Children's Library.
Virtual book exhibitions are a new direction in the bibliographic work of libraries in our system. They are characterized by a wide variety of forms of presentation of material:
from simple book listings to multimedia presentations and interactive book exhibitions. As in a traditional book exhibition, in a virtual one we use sections, quotes, and there is design (this includes covers and open books, placement aesthetics, colors, etc.). It is possible to use additional elements inherent in a traditional book exhibition (for example, factual information about the author or subject, a list of additional literature) and that distinguish a virtual book exhibition (hypertext links to full texts or fragments of documents, multimedia effects, interactive user interaction, etc. ). One of the latest virtual exhibitions: “Our Chekhov”, prepared by librarians of the Ust-Abakan Youth Library. It has several sections:
Anton Pavlovich. Let's get to know each other.
Creativity pages
Chekhov and theater
Screen adaptation
Interactive quiz
The creation of electronic bibliographic resources necessarily relies on traditional methods and includes new capabilities of the electronic computer environment. The ease of operation and wide capabilities of computer programs (Word word processor, PowerPoint presentation preparation system, HTML web page markup language, etc.) allow any library to create electronic bibliographic resources available locally within the library or via the Internet.
We are convinced that these forms of bibliographic information to readers, directly related to the computer, attract children and adolescents much more than traditional ones. And another advantage of electronic bibliographic publications is a wider range of users.
The electronic bibliographic aids we have created are varied in form. These are excursions and quizzes, bibliographic reviews and book exhibitions, encyclopedias and multimedia publications on various topics, and classes on information culture.
Practice shows that children adapt with extraordinary ease to the virtual, multimedia world. We hope that our endeavors have a future, because we help our readers find the shortest path to information. And we consider the creation of electronic bibliographic resources as a promising direction for disclosing funds in order to accumulate information resources and provide wider access to users.
In the Domozhakov model library f. #10 librarians held a Day of Fun Bibliography. The guys could take part in the travel game “The Secret of the Country “BOOK”. The guys found out where the word “library” came from, as it is translated from Greek. What books are available in the library? The basic rules for using books and the library were presented in poetic form. The children were asked to guess riddles about the book and the library. Particular attention was paid to encyclopedias and dictionaries; they were told what they are, how they are divided, how to use them, and why they are interesting and how they can help in their studies. Also, as part of this day, an intellectual competition “Tell me what your favorite book is and I will tell you who you are” was held. At the end of the event, everyone received bright bookmarks about the most interesting new book releases with brief annotations.
In the city library of Ust-Abakan f. No. 2, a library lesson was held for 4th grade students “Our assistant CATALOG helped to reveal many secrets” - this was the first acquaintance of the children with the reference and bibliographic apparatus of the library. The librarian talked about how each book in the library has its own place, in other words, “its own address” where it “lives.” She and the children remembered how a home book differs from a library book, recalled the structure of the book, and revealed new concepts to the children - “catalogue” and “card index”, “separator” and “annotation”, “BBK”, “department” and “book code” . And, of course, the lesson was not complete without practical tasks. The tasks were not too difficult. For example, turning to the card layouts, children had to find an error in the description of the book: what elements are missing in the description of the document? The children easily found the inaccuracies.
In the Central Library of the village of Ust-Abakan, a lesson “How to read a newspaper?” was held for students in grades 10-11. His goal was to inform high school students about “serious” periodicals, to teach teenagers to isolate the necessary and useful from the information contained in newspapers. The lesson was based mainly on local history newspapers that the library receives. If there was a need to present other publications, then it was possible to turn to the collections of other libraries, but with one condition - the newspapers had to be pre-selected by a bibliographer. At the request of one of the schools, the purpose of conducting such a lesson was to become familiar with such publications as “Khakassia”, “Arguments and Facts”, “Ust-Abakanskie Izvestia”, “Literary Newspaper”.
Today, libraries pay special attention to compilation activities, especially the creation of innovative forms of presenting material. These include bibliographic aids in small forms: bookmarks, booklets, flyers. The novelty is that it is more informative: along with printed sources, virtual addresses are indicated and additional factual information is included.
Libraries of the Ust-Abakan Centralized Library System serving children are actively involved in the preparation and publication of bibliographic products of various contents. This is evidenced by the rich palette of publishing products from children's and rural libraries. The situation is changing in terms of the genre and thematic diversity of recommendation guides; almanac calendars, illustrated calendars, chronicles, chronicles, digests, press digests, guidebooks, catalogs, etc. appear.
Also, in the Central Library of Ust-Abakan, the publication of booklets in the “Bibliographer Recommends” series, addressed to parents and young readers of the library, continued. Among the published booklets one can highlight the following: “For Parents about Children's Reading”, “So that a Child Loves to Read”, “Bedtime Stories”, “Family Reading”, “Reading is a Feast of the Soul”. And the published instructions - “Protect yourself!”, “Safety island”, “Anti-terror”, “The rights of a small citizen give advice to young readers about the rules of safe use of the Internet, mobile phones, safe behavior on the street, actions in case of a fire at school, as well as in situations under unexpected circumstances (during a flood, explosion, when using electrical appliances, etc.).
For the first time, the Ust-Abakan CDB held a Benefit Day “Parade of Bibliographic Benefits”.
The purpose of the Allowance Day is to popularize both the bibliographic aids themselves (including our own bibliographic products) and the literature recommended in them.
Librarians took an integrated approach to conducting this event. A lot of preparatory work was done: a questionnaire for readers was compiled, an exhibition of book and bibliographic materials was developed, special tables were drawn up, advisory reviews were prepared, conversations were prepared on the exhibited aids and the literature presented in them, a library lesson was developed directly for Allowance Day.
The benefit day took place in February 2015. The most interesting bibliographic aids were pre-selected. These are mainly manuals on fiction and art, the Great Patriotic War, the Battle of Stalingrad, etc. Then manuals received from regional libraries in recent years, as well as those created in our library, were selected. All selected manuals were manuals of a recommendatory nature. All of them were previously checked against the alphabetical catalogue. Next: the most interesting books from these manuals were selected from the fund.
The benefit day began with the preparation and design of a large exhibition of book and bibliographic materials: “Bibliography - to help readers,” issued on a subscription. It was an unusual exhibition: one half of it contained bibliographic aids (indexes, booklets, digests, recommended literature lists, conversations about books), and the second half of the exhibition presented those books and publications that were described in the bibliographic aids. The exhibition was on display for 10 days. The books and manuals you liked could be taken home.
During this time, a lot of individual work was carried out with readers every day: advisory reviews of the presented manuals and literature from them, consultations on the ability to use bibliographic aids and the library’s SBA. Students were also asked to take part in a small survey, which was part of the Benefit Day. Other library readers also optionally filled out the “The Art of Being a Reader” questionnaire, the main purpose of which was to find out the attitude towards bibliographic aids, products, and the level of information culture of readers.
The main events of the Benefit Day were held for high school students. On this day, students listened to a library lesson-conversation: “The use of various types of bibliographic aids when selecting and searching for literature”, a bibliographic review-announcement: “Parade of bibliographic aids”: new products of our own products” (here were presented aids of various forms prepared by a bibliographer), express review of the exhibition of book and bibliographic materials: “Bibliography - to help readers
Many of them learned about bibliographic aids for the first time.
In the Moscow Rural Library f. No. 5, librarians organized an interactive exhibition-rating of bibliographic aids “If you read the book yourself - recommend it to your friends,” which began with
quotes: “Choosing books for your own and others’ reading is not only science, but also art” (N. Rubakin) The children could get acquainted with book guides on various topics that were prepared for them.
They had to find out which of the four book guides was the most interesting.
To do this, you had to choose a book at the exhibition, read it and, if it
If you like it, mark it with a colored bookmark. The bookmark became a “signal” for other children who would also want to read this book.
The library lesson “Clever Books”, which was conducted by the librarians of the library in the village of Rassvet f. No. 23, introduced younger students to “why books” and other educational literature. And a quiz at the end of the lesson offered a test of knowledge. The librarians also conducted a lesson - the workshop “I explore the world” not only introduced the children to the encyclopedia of the same name, but also included practical tasks to strengthen the skills of searching for the necessary material. And after getting acquainted with a variety of children's magazines and their sections at the library lesson “From the mail bag of postman Pechkin,” the children gladly took part in performing various tasks suggested by the periodicals themselves.
The Central Children's Library hosted the bibliographic game “Journey through the Bibliographic Islands” for 7th grade students.
It was scheduled for 45 minutes. The main goal of the game was to consolidate the knowledge of schoolchildren about the reference and bibliographic apparatus acquired in library lessons.
Before the start of the game, the children remembered what is included in the reference and bibliographic apparatus of the library. Then the librarians conducted a short warm-up, in which the children answered questions about where to find out if there are books in the library (about a country, books by some writer), what a book is about, where to find the meaning of a word.
And then the fun began. The students were divided into 3 teams. Each team chose a captain - the most important person on the ship; navigator - a person who makes a way in the vast sea; a boatswain - a person who keeps order on the ship, a cook - a ship's cook who feeds the entire crew, two rescuers - brave and resourceful people. and the rest are sailors.
And the librarians invited the children to go on a journey across the huge sea of books to special islands - islands that help travelers, who will teach them never to drown in this sea.
During the game you had to complete tasks. Answers had to be looked for in catalogues, card indexes, bibliographic indexes, and reference books. A certain time was given to complete each task. If participants answered correctly and on time, they received a red token; if the answer was incomplete, they received a yellow token. One red token is equal to two yellow ones. After each team member completed their task, they looked for an opportunity to earn additional tokens for their team. To do this, it was necessary to complete tasks that each team would receive on a separate piece of paper. The correctness of the task was assessed by a competent jury (librarian, teacher) at the end of the game.
The name of each island was encrypted in a rebus and the children had to solve them. Time to solve 2 minutes
Nut! !Hay!Axe!Fisherman! Monkey! Sparrow!
Crab!Watermelon!Pumpkin! Orange!Moon!Lake!Globe!Cloud!.Branch!
2. Deer!Sun!Slippers!Fish!Pancakes!Cherry!
Duck!Cat!Pineapple!Hare!Harp!Phone!Spruce!Fox! Raccoon!Yod!
3. Eagle!Boots!Cart!Radish!Wasp!Water!
Dog!Rooster!Rose!Shark!Bucket! Glasses!Seagull!Knife!Needle! Hook!Window!Cart!
(the names of the islands were composed of capital letters)
When the names of the islands were unraveled, the travel route became known.
First there was a task for the captains, they answered questions. Then it was the turn of the navigators, who were also asked 3 questions.
The task for the boatswains was that the boatswain had to find the exact definition of the word by which the island was named. The rescuers also answered questions about various works.
The cook of each team had to find the meaning of the words:
"Chahobili"
"Marzipan"
"Artichoke"
The children who completed their assignment ahead of schedule received additional questions. The team gets points for them. Additional questions could be written on lifebuoys cut out of cardboard. The lifebuoy with the correct answer was lowered into a box on the team's table. At the end of the game, the number of circles is counted.
The team with the most points wins.
In March 2015, in the Youth Library, as part of Children’s and Youth Book Week, a literary game was held - the “Library Caching” quest. The children were read the first lines from the book - the hero of the day, which they had to find, for this they had to complete a number of tasks. In the envelope the librarian had the first assignment, in the form of a riddle: “The country that the children entered through the wardrobe.” Having found out that we were talking about Narnia, the guys went in search of this book. With the help of the catalog, the participants quickly found the book they needed and, upon opening it, received the second task. The book contained a crossword puzzle based on fairy tales, which they had to solve and find out the key word. Using the keyword “Pushkin,” the guys found the right book on the shelves with Russian literature, which contained a rebus with the name of the author of the book “Heart of a Dog.”
Then their path lay through the exhibition “The Most, the Most...” (with the most unusual books in the library). Here they also guessed the surname of the author of the work “Mumu” encrypted in the rebus. Then they remembered the famous song from the movie “The Three Musketeers”, the author of the book of the same name, and on the shelves with foreign literature they found the book “The Three Musketeers”. This book contained the last clue; having solved it, the guys went to the “Anniversary Pedestal” exhibition. At the exhibition there was the desired book - the hero of the day, it turned out to be Shakespeare's tragedy "Romeo and Juliet".
Also in the libraries of the Ust-Abakan Central Library, children are attracted to reading with the help of library toys.
So in the Ust-Byursk rural library f. No. 25 Librarians made a library butterfly with books about insects written on its wings. And in the Tashebinsk rural library, the librarian made a box “One Hundred Tips for Princesses”, which contains cards in the form of lipstick, a mirror, nail polish with books written on them in which you can find tips on etiquette, makeup, etc.
In the Vershino-Bidzhinsky rural library in the reading room there is a “Magic Shoe”, in which you can find not only different shoes of fairy tale heroes, but also descriptions of books in which shoes appear.
And in the Central Children's Library, between two shelves there is a huge (to the ceiling) tree “Protected Places”, on the leaves of which there are descriptions of books about protected places in Khakassia.
The fund includes about 45,000 copies of books in various fields of knowledge, encyclopedias, dictionaries, reference books, methodological literature on children's reading, as well as the latest magazines and newspapers. The fund is constantly replenished with literary novelties from leading publishing houses. The fabulous living room is open - a bright and ergonomic space for reading and playing. In the living room, where thousands of fairy tales live, you can not only re-read the best fairy tales and stories from around the globe, but also play board games, go through book quests, solve a couple of problems from the mini-museum of puzzles, play a game of table football or giant chess . There is a cinema hall with a lecture hall function and a children's playroom for the youngest readers. The range of events of the Central Children's Library of Zelenograd is wide: chamber performances, vacation programs for schoolchildren, readings for children of the Bedtime Stories project, consultations on children's reading for parents, a film club. A toy workshop and a programming school are open, and children's parties are held. 
- Equipped for people with disabilities
- Free access to Wi-Fi
- Children's library
Head of the library:
Konoval Lyubov Valentinovna
Address:
124498, Moscow, Zelenograd, building 401
Operating mode:
Tue-Sat: 10:00-21:00
Sun: 10:00-20:00
Mon: day off
Sanitary day: last Friday of the month
Literature age limit:
serves the child population
Library departments:
methodological and bibliographic department, reading room, play area, children's subscription, subscription, senior subscription, junior subscription
Fund volume: 48,344 copies.
Dear teachers, librarians, parents and everyone who is interested in issues of children's reading, education, development, and, of course, librarianship! This site page was created especially for you! She will help you, among the huge variety of children's literature, choose those books that will become reading for the hearts and minds of your children and pupils.
Here you will not only get acquainted with the latest literature on children's reading, education, psychology, pedagogy, but also find materials - tips and recommendations on family reading, early development and child psychology, methodological resources, virtual exhibitions on education, extracurricular and extracurricular work with children .
“Parent - child: the world of relationships. Issue 3"
Being a parent and raising a son or daughter well is not easy.
Book series “Rugrats! Secrets of education"
On the eve of Knowledge Day and the start of the new school year, the Family Reading Library invites parents to get acquainted with the new series of books “Rugrats! Secrets of Parenting”, where you can find a lot of useful tips for solving a variety of problems in raising children.
Children in the family. Psychology of relationships
Burmistrova, E. A. Children in the family: psychology of relationships: / Ekaterina Burmistrova; rice. Catherine Vatel. – 2nd ed. – M.: DAR, 2016. – 351. p. : ill.
Much has been written about raising children. How to play, what to read, what and when to teach, how and what to talk about. But there are very few books devoted to how to raise two, three or even four at once. But relationships with brothers and sisters are formed in very early childhood.
This book is about how to feel like parents of two (three, four) children, how to prepare both the first-born and the whole family for the arrival of a new loved one, how to cope with childhood jealousy, how to see a unique personality in each child and make sure that these individuals became truly family and friends for the rest of their lives.
Ekaterina Burmistrova– child psychologist, family psychotherapist, mother of 11 children,
creator and editor-in-chief of the Internet portal “The Family is Growing”.
Dear readers!
This book has already arrived at the Library - Children's Reading Center at the address: Pskov, st. Rosa Luxemburg, 23.
Books for children's reading leaders and parents
Library - Children's Reading Center presents a selection of books for children's reading leaders and parents.
The school year is ending, and finally, children, parents, teachers will have more free time... It's time to think about what books to offer to your child/schoolchild to read. There are books that should be read at a certain age. Time will pass, and the child will no longer be interested in them. How not to miss a single valuable book and give it exactly when it is most needed. It is known, and there are many examples, when books “from childhood” shape character and influence a person’s future. The books presented will help adults determine their child’s reading range for the summer.
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